Bud the Teacher

In this podcast, recorded Friday, I talk a little bit about NotK12Online, the fine folks who will be helping me to put it together, some of my/our initial ideas, and the juicy paradox of the whole endeavour.  I’ve got a great committee of folks assembled to do the beginning planning - but we’ll need plenty of help.  Below are links to the NotK12Online planning committee.  We’re all eager for your ideas, input and suggestions regarding NotK12Online.  It’s new.  It’s different.  It’s a walking contradictory paradox.  I love it.  Please contact us via the various communication links below:

Jackie Ballarini

Twitter - jackieb

e-mail - jackie.ballarini AT gmail.com

Bill Bass

Twitter - wbass3

e-mail - bbass3 AT gmail.com

Marcie T. Hull

Twitter - ecram3

e-mail - ecram3 AT gmail.com

Bud Hunt

Twitter - budtheteacher

e-mail - budtheteacher AT gmail.com

Good morning from TIE.  This morning, I’m in live blogging a session on data driven decision making facilitated by Chris O’Neal.  Join me!

Good morning.  I’m live-blogging today’s keynote presentation.  The speaker is Jason Ohler.  Join us!

Good morning.  I’m live blogging today from the CASL Kickoff to TIE 2008.  Christopher Harris is the keynote speaker. Please join the conversation by asking questions and sharing comments.

Today’s podcast is a short reflection on my learning experiences today, as well as some seriously first draft thinking about information and knowledge.  As always, I hope the conversation continues.

Links

The Colorado TIE Conference

Tom Woodward

The form - share your presence tools!

Chatterous - TwitterChat

Dave Cormier - “Rhizomatic Education: Community as Curriculum”

Sarah Heller McFarlane - “The Laptops are Coming”

The more I work as a professional developer and teacher of teachers, the more I am resolved that I will do my best to never create a resource for one situation that cannot be useful in another.  There are too few of me and too many needs in my district to do otherwise.

I think, though, the careful consideration of audience and purpose that I engage in before creating a resource is a valuable one for all readers, writers, and creators.  Perhaps there’s value, in a connective writing class, in spending some time on rhetorical analysis, specifically in the vein of thinking about multi-purposed work.

This isn’t a new statement for me to make, either here or in my classroom(s), as I’ve always operated under the assumption that the best writing happens when writers consider their audience and their purpose for writing, allowing them to determine the focus they should take in a particular piece.  This idea (often called the rhetorical triangle, with each of the points defined slightly differently by the person(s) doing the defining) can and should be expanded to include all kinds of composition and writing, not just print texts.  This leads me to the teaching point that I would want to include in my connective writing work:

As much as possible, all texts should have a life outside of the classroom.

This “extra-curricular life” can take multiple forms, and won’t make sense for all types of writing and creation, but I strongly believe that we should never create something that will die after a teacher has blessed or cursed it with a grade.  I’ve always believed that, but the more I learn, the less I’m willing to suggest that such multi-purposed work should only happen at the end of a course, after all the practice work is completed.  Project-based learning, too, embodies this philosophy, as projects should have a life outside of the classroom.

What does “extracurricular life,” or multi-purposed work, look like in a professional learning experience for teachers?  One way I attempted to create a multi-purpose-able resource in CyberCamp was through the series of Works in Progress (WiP) presentations that we asked every participant to do.  As I explained at the beginning of CyberCamp:

One of the values of CyberCamp is sharing.  Talking about what we’re up to is a good way to better understand our own work, and the act of sharing it with a group is useful, too, because it allows your fellow CyberCampers to help you out, be it through good questions, suggestions, or becoming an extra set of eyes and ears in the world seeking resources to help you with your project.

Because sharing is so essential, we’ve set up time here at CyberCamp for everyone to have a 20 minute block of time in which to share their work.  Each day, we’ll ask two of you to share what you’re working on and then we’ll give ten minutes to the CyberCampers to give you some constructive feedback.  We’ll be talking more about what “constructive feedback” looks at CyberCamp, but know that you’ll be getting help - not criticism.

Again, because sharing is so essential to what we do, we’ll be adding an extra level of sharing to your process.  We’ll literally be sharing your Work in Progress conversation with the world and archiving your presentation here on the blog using a tool called Ustream.  This will allow you to share your work with, and to learn from, the world.  While that can be scary, trust us when we tell you that your work is important and worthy of being shared.

Not to toot our own horn (or whistle, to stick with the camp metaphor), but it seems to me that a twenty minute investment of class time here (thirty minutes if you leave time for some feedback) leads to an excellent archive/snapshot of a work in progress, a chance to get very specific feedback, and a permanent record of the event that is available for further scrutiny, reflection and commenting.   Not bad, as far as multi-purposing goes.  Add in the fact that these presentations also become resources for other people working on similar projects as well as models of our activity for future CyberCamp experiences, and we’ve got some handy multi-purpose resources.

Other examples of multi-purposing in CyberCamp include our project proposals as well as our blog.  Pretty much, any well-written blog (as a whole, not each entry) is a fine example of multi-purposed writing.  But perhaps that’s another post.

One of the struggles, of course, with trying to build multi-purpose resources, or to find ways to ask learners to do so, at least one that I worry/wonder about, is making sure that I’m never putting the needs of future learners or secondary audiences ahead of the learners who are the “primary” audience for a particular activity/event/experience.  Let me try to say that better - we can sometimes create problems for our class when we try to create opportunities with “outsiders,” particularly if we’re forcing a connection that maybe isn’t organically or authentically there.  Connections just for connections’ sake are bad ideas, maybe even educational malpractice.  The trick becomes figuring out where those lines and boundaries are, and when to say no to kind invitations to meet/Skype/join up with others who may or may not be in a similar place, educationally speaking.

Another struggle, I suspect, is figuring out how to contextualize those creations in a way as to make them as useful as possible.  I’m beginning to practically understand why so many higher ed folks talk about learning objects and repositories and a slew of related issues, and struggle with those things, too.

    Mary asked a question the other day that I thought was worth pulling into a main post.  She wrote:

Bud (and others), how do you envision students using CoverItLive for anything related to citizen journalism?
-Mary

I replied:

Mary,

What a great question. I’ve got a longer post that I’d like to write about how we might start thinking about student citizen journalism, but I think it makes almost immediate sense to descend upon a city or school district meeting with a few computers. The teacher can moderate and students can post about the meeting taking place. Later on, the video of the meeting can be combined with the transcript to make for an excellent reflective opportunity.

I think tools like these are perfect for citizen journalists - students or otherwise.

Your turn. Is that a good idea?  Do you promote student citizen journalism in your classes?  If so, what do you do? If not, why not?

I’ve been a fan of CoveritLive since I discovered it during Educon.  I’ve used it successfully a couple of times, and intend to use it in the future when it makes sense to.  But I wanted a few more options - like multiple authors and the ability to get my data out of their system.

Turns out, so did others. They’ve added multiple author support, automatic moderation of comments, and some other snappy options. It’s a very, very useful tool for capturing events as they happen, both for me and for an audience. (Turns out I learn better, and take better notes, when I’m doing so for someone else.) I find the linear nature of the notes and archive, too, make for a very useful and re-readable dataset. Handy for a backchannel, too.I’m a big fan of what they’re up to, and yes, I probably would pay to use the service, if they get to that. It’s just that good.
(Oh - and I did try the data export - simple embed code. Easy.)